Drill Down Reading Diagnosis Model

Give at least one assessment in each literacy area* until an area of proficiency is reached.

Begin an intervention at lowest area of non-proficiency.

IF Proficient

THEN CONSIDER

Fluency and Accuracy

IF Non-Proficient

THEN ASSESS

**Fluent Reading in Context

Vocabulary Phonics and Word Recognition

If Fluency and Accuracy are both Proficient

THEN ASSESS

Phonics Multisyllabic

Blending

Word

Recognition

Comprehension IF Non-Proficient THEN ASSESS

Click on an area for diagnostic assessments

and research-based interventions.

Phonological Awareness

IF Non-Proficient THEN ASSESS

Reading Diagnostic Reporting Sheet

Instructional Intervention Log

Print Concepts

Assessments to Determine Reading Level

Based on Davis School District’s Work with Dr. Ray Reutzel

Davis School District Farmington, UT 2012-2013

Tiered Instruction PHONICS as Identified Need

MENU

TIER 1 INSTRUCTION Continue instruction with re-teaching and differentiation until

80% of students have met benchmark in area of PHONICS.

Instructional Support: Blending Routine

DIAGNOSTIC ASSESSMENT

Give diagnostic assessments to the

20% or less of students who do not meet benchmark/grade level standard.

Tier 2 INSTRUCTIONAL INTERVENTION

Provide instructional intervention

in lowest area of non-proficiency.

ASSESSMENT and INTERVENTION Descriptions

Davis School District Farmington, UT 2012-2013

Phonics MENU

CORE Phonics Survey (E-L) (From book Multiple Measures): Purpose is to identify specific phonics elements

and/or multisyllabic blending needs.

Click on a possible intervention that matches your student’s needs.

Multisyllabic Blending: For students who did not meet the benchmark goal for accuracy at their grade level and

Davis School District Farmington, UT 2012-2013

whose errors are mostly on multisyllabic words.

Instructional Interventions Phonics

I: Long Vowel Fall Win

14 Spr

14 14/15

J: Variant Vowel 14 14 14/15

K: Low Frequency 14 14 14/15

L: Multisyllabic 21 21/24

K 1st 2nd 3rd-6th

E: CVC Fall Win

14 Spr

14 14/15

F: Blends Fall Win

14 Spr

14 14/15

G: Digraphs 14 14 14/15

H: R-Controlled 14 14 14/15

K 1st 2nd 3rd-6th

Assessments Phonics

Multisyllabic Blending Phonics Intervention

MENU

Who Students who did not meet the benchmark goal for accuracy at their grade level and whose errors are mostly on multisyllabic words.

Description Learning high frequency syllables and using the six syllable types to read multisyllabic words.

Time 10-15 minutes daily. Step 1 is done one on one. Step 2 could be done in a small group.

Materials High Frequency Syllable Cards, 10-15 multisyllabic words on cards (or use a white board or tablet) for each session, Six Syllable Types chart, list of common prefixes and suffixes, Multisyllabic Blending Routine

Instructional Support

Detailed Teacher Instructions, Cue Card, Video (coming soon)

Procedure Pre-test:

Divide the syllable cards into “known” and “unknown” piles.

Select a set of syllable cards to begin the intervention. (Selected set should include at least 50% known syllable cards at all times.)

Task: 1. Student reads selected syllable cards.* (Tell student the correct syllable when needed.)

Repeat.

*Track which syllables are read correctly only on the first try each session. (When a syllable is read correctly during 3 different sessions, it is considered “known”. Add “unknown” syllable cards equal to the number of “known” syllable cards that you remove from the set.)

2. Student uses the Multisyllabic Blending Routine to read each syllable and the word as a whole for the 10-15 words prepared**. (Refer to six syllables types chart and/or prefixes/suffixes list as needed. Help student with which syllable gets accented as needed. Remind student that decoding syllables will get him/her an approximation of the word.)

**Select and prepare 10-15 words so that there is a space or a period between each syllable, or write the words one syllable at a time on a white board/tablet as you go.

(Give student opportunities to apply this strategy in a variety of engaging texts over time.)

Progress Monitoring

DIBELS Next DORF (oral reading fluency) progress monitoring passages: Assess and graph weekly the number of correctly read high frequency syllables until all are known.

Phonics Some students’ phonics skills break down when confronted by multisyllabic words. (Eldredge, 1996)

References “Syllable Frequency in Lexical Decision and Naming of English Words” (Macizo & Van Petten, 2006) Teaching Decoding (Moats, 1999) “A Syllabic-Unit Approach to Teaching Decoding of Polysyllabic Words to Fourth- and Sixth-Grade Disabled Readers” (Shefelbine, 1990)

PHONICS Home Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Teacher Instructions PHONICS: Multisyllabic Blending

MENU

PHONICS Home Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Time 10-15 minutes daily

Materials

High Frequency Syllable Cards, 10-15 multisyllabic words separated into syllables (or use a

white board or tablet) for each session [possible sources include weekly spelling list, Words

Their Way, content area vocabulary, etc.], Six Syllable Types chart, list of common prefixes

and suffixes, Multisyllabic Blending Routine

Instructional

Procedure

Pre-test:

1. Pre-test student on all high frequency syllable cards, dividing the cards into “known” and “unknown” piles.

2. Select 8-10 high frequency syllable cards for the intervention. (50% from “known” pile and 50% from “unknown” pile)

Task:

State the Objective/Explanation: “Today you will learn how to read longer words by

multisyllabic blending. Remember that syllables are parts of words and that every syllable

has a vowel.”

1. Student reads selected high frequency syllable cards*. (Tell student the correct syllable, as needed.) Repeat.

*NOTE: Teacher tracks syllables read correctly only on the first try of each intervention

session. When a syllable card has been read correctly during 3 different sessions, it is

considered “known”. Add “unknown” syllable cards equal to the number of “known”

syllable cards that you remove from the set.

2. Student reads 10-15 multisyllabic words** using the Multisyllabic Blending Routine to read each syllable in the word and then the word as a whole. a. Find the vowels b. Chunk the word into syllables c. Blend the first syllable (think about the vowel pattern)

d. Blend the next syllable(s) (think about the vowel pattern) e. Blend the syllables together (Assist student with which syllable is accented, as

needed) f. Read the word

Refer to Six Syllable Types chart and/or the common prefixes and suffixes list as needed.

Remind student that decoding syllables will get her an approximation of the word.

**Note: Select and prepare 10-15 words so that there is a space or a period between each

syllable. Or write the words, one syllable at a time, on a white board/tablet as you go.

in.de.pen.dence lib.er.ty free.dom

(Provide student with opportunities to apply multisyllabic blending strategy and syllable

knowledge in reading a variety of engaging texts over time.)

Cue Card PHONICS: Multisyllabic Blending

MENU

Multisyllabic Blending

Student reads syllable cards

Student reads multisyllabic words na . tion

con . cept

Provide student with opportunities to apply multisyllabic blending strategy and syllable knowledge in reading a variety

of engaging texts over time.

PHONICS Home Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Progress Monitoring PHONICS: Multisyllabic Blending

Materials

High Frequency Syllables Progress Monitoring Materials

Syllables

Score Sheet

Graph or Digital Graph

MENU

Assess progress using the DIBELS Next DORF (oral reading fluency) Progress Monitoring

passages available to print at www.dibels.org; also available from the print shop.

Graph

Digital Graph Draw an aim-line on the graph. The line should begin at the baseline score and end at the grade level benchmark goal for fluency.

85

80

75

70

65

60

55

50

DATE

Student’s Baseline Score

Grade Level Fluency Benchmark

Benchmark for Dorf

Words Correct 23 47 52 72 87 70 86 100 90 103 115 111 120 130 107 109 120 Accuracy 78 90 90 96 97 95 96 97 96 97 98 98 98 99 97 97 98

Mid

End

Beg

Mid

End

Beg

Mid

End

Beg

Mid

End

Beg

Mid

End

Beg

Mid

End

First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

PHONICS Home Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Co

rrec

t Sy

llabl

es P

er

Min

ute

Materials PHONICS: Multisyllabic Blending

1. Full Program Resources: Due to size these files are not located within this packet (click for individual files)

Printable Multisyllabic Words Lessons (PDF Version)

MENU

Digital PowerPoint of Multisyllabic Words Lessons (PPT)

2. Attached Resources (click for individual files)

Vowel Patterns Instructional Routine

Multisyllabic Blending Instructional Routine

Six Syllable Types chart

High Frequency Syllable cards

List of Common Prefixes and Suffixes

PHONICS Home Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Vowel Patterns Instructional Routine

Show the vowel pattern and tell its sound oa says "oh"

Look at the word and find the vowel pattern

boat

Point to the vowel pattern and make its sound

boat "oh"

Blend sounds from left to right /b/ /o/ /t/

©Davis School District Farmington, UT 2012-2013

Decoding Multisyllabic Words

1. Underline the vowels.

2. Break the word into chunks around the vowels. Use what you know.*

3. Blend the letter sounds in the first chunk.

4. Blend the letter sounds in the second chunk.

5. Blend the first two chunks together.

6. Continue in the same way through the rest of the chunks.

*Use what you know:

Vowel patterns – closed, open, cvce, vowel teams, r-controlled

Prefixes and suffixes

Digraphs and blends

Irregular sounds

Common syllables – consonant + le, tion/sion, ture/sure

Bas

ed o

n D

r. R

ay Reutzel’s

work

wit

h D

avi

s

Sch

ool

Dis

tric

t F

arm

ingto

n, U

T 2

012-2

013

Davis School District Farmington, UT 2012-2013

Six Syllable Types

Closed Syllable

(CVC: ends with a consonant and the vowel is usually short)

cat, man

Open Syllable

(CV: ends with a vowel and the vowel is usually long)

me, be

Silent e Syllable

(CVCe: ends with a silent e and

the previous vowel is usually long

ate, lope

R-controlled Syllable

(Vr: has a vowel followed by an r and

the vowel makes a sound influenced by

the r)

car, ber

Vowel Pair Syllable

(CVV, CVVC: has two vowels together in

one syllable and the vowels make the

same sound they would in a one syllable

word)

boy, oat

Consonant + le Syllable

(C+le: has a consonant followed by l and

e)

ple, tle

Prefixes and suffixes are also syllables.

pre-, -tion

Davis School District Farmington, UT 2012-2013

Prefix Meaning Frequency of Usage

un- not; reversal of action or state 26%

re- again 14%

in-, im-, -il, -ir not, without; in, into, towards, inside 11%

dis- negation, removal, expulsion 7% en-, em- put into or on; bring into the condition of; intensify 4%

non- absence, negation 4% over- excessively, completely; upper, outer, over, above 3%

mis- bad, erroneous, lack of 3%

sub- at a lower position; lower in rank; nearly, approximately

3%

pre- before in time, place, order of importance 3%

inter- between, among 3% fore- before, front, preceding, superior 3%

de- down, away; completely; removal, reversal 2%

trans- across, beyond; into a different state 2% super- over, above, to a very high degree 1%

semi- half, partly 1% anti- opposing, against, the opposite 1%

mid- middle 1%

under- too little; beneath, below; lower in rank 1%

Suffix Meaning Frequency of Usage

-er, -or person who (noun suffix) 4% -ion, -tion, -ation, - ition

act of, result of 4%

-able, -ible able to be 2%

-al, -ial pertaining to 1%

-y full of, characterized by 1% -ness denoting quality or state 1%

-ity, -ty expressing quality or state 1%

-ment denoting action or resulting state; a product or means

1%

-ic having some characteristics of, in the style of 1%

-ous, -ious, -eous possessing, full of 1%

-en made of, make 1% -ive, -tive, -ative like 1%

-ful full of 1%

-less lacking 1%

Common Prefixes and Suffixes and Their Meanings